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THE TEACHER AND THE SCHOOL CURRICULUM

Definitions of Curriculum

Traditional Definitions Progressive Definitions

• Limited
• Ordinary
• A set of courses constituting an area
of specialization.
• List of subjects and courses
• Is an identification of proper goals.
• Is a means of attaining the aims of
education.
• Can be considered as a system of
dealing with people and the
process.
• Planned learning experiences
• Broad
• Enriched
• Sum total of all the learning
experiences inside and outside the
school
• Entire range of experiences,
undirected and directed, concerned
with the unfolding of the
individual’s abilities

Traditional View vs. Progressive View

Traditionalists Progressivists
1. Robert Hutchins 1. John Dewey

• Views curriculum as • Believes that education is

“permanent studies” where experiencing.
rules of grammar, reading,
rhetoric logic and math are 2. Hollis Caswell and Kenn
emphasized Campbell
• The 3Rs should be emphasized
in basic education while liberal • Viewed curriculum as all
education should be experiences children have
emphasized in college. under the guidance of teachers

2. Arthur Bestor 3. Othaniel Smith, William Stanley,

Harlan Shore
• Believes that the mission of the
school should be intellectual • Defined curriculum as a
training which include Math, sequence of potential
Science, History and Foreign experiences, set up in schools
Language for the purpose of disciplining
children and youth in group
ways of thinking and acting.

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3. Joseph Schwab
• He thinks that the sole source of
curriculum is discipline.
4. Philip Phenix
• Curriculum should consist
entirely of knowledge which
comes from various disciplines.
Foundations of Curriculum
Historical Foundations
- the chronological development of
curriculum along a timeline
1. Franklin Bobbit
- He started the curriculum
development movement.
- Curriculum prepares
learners for adult life.
2. William Kilpatrick
- Curricula are purposeful
activities which are child
centered.
- He introduced this project
method where teacher and
student plan the activities.
- Curriculum develops social
relationships and small
group instruction.
3. Harold Rugg
- Curriculum should develop the
whole child.
Sociological Foundations
- Issues from society including
groups and institutions in the
culture and their contribution to
education
- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change
1. John Dewey
- Considered two fundamental
elements - schools and civil
society- to be major topics
needing attention and
reconstruction to encourage
experimental intelligence and
plurality.
2. Alvin Toffler
- Wrote the book Future Shock.
- Believed that knowledge should
prepare student for the future.
- Suggested that in the future,
parents might have the
resources to teach prescribed
curriculum from home as a
result of technology, not in spite
of it. (Home Schooling)
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- Emphasized social studies and 3. Paolo Freire

suggested that the teacher plans - Education as a means of
curriculum in advance. shaping the person and society
through “critical reflections”
4. Hilda Taba and "conscientization".
- She helped lay the foundation - Teachers use questioning and
for diverse student population. problem posing approach to
raise students' consciousness
5. Peter Oliva
- He described how curriculum 4. John Goodlad
change is a cooperative - Reduce student conformity in
endeavor. ü Significant classroom.
improvement is achieved - Emphasis on active learning
through group activity. and critical thinking.

5. William Pinar
- Broaden the conception of
curriculum to enrich the
practice.
- Curriculum involves multiple
disciplines.

Elements of Curriculum Change

1. Developmental
- Everyone starts as a beginner.
- Through monitoring, feedback, reflection, appreciation and affirmation of the
strengths of the teacher, development is possible.

2. Participatory
- For curriculum implementation to succeed, stakeholders like peers, school
leaders, parents and curriculum specialists are necessary.

3. Supportive
- Material support and human support should be made available.

Teaching and Learning Methods

- These are the activities where students derive experiences.

1. Cooperative Learning Activities – allow students to work together

2. Independent Learning Activities – allow students to develop personal
responsibility

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3. Competitive Activities – test students’ competencies against another in a healthy

manner; help them survive in a competitive world

Criteria in Selecting Teaching and Learning Methods

1. Adequacy - This refers to the actual learning space or classrooms (space, light,
ventilation, technology available).

2. Suitability - This relates to planned activities. It considers chronological and

developmental ages of learners.

3. Efficiency - This refers to operational and instructional effectiveness.

4. Economy - This refers to cost effectiveness.

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